few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000674

5
options: Represent and solve equations and inequalities graphically.

Understand properties of multiplication and the relationship between multiplication and division.

Write and interpret numerical expressions.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Use polynomial identities to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Add and subtract within 20.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Write expressions in equivalent forms to solve problems.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Generate and analyze patterns.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Perform arithmetic operations on polynomials.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and solve problems involving addition and subtraction.

Work with equal groups of objects to gain foundations for multiplication.

Understand the relationship between zeros and factors of polynomials.

Understand the connections between proportional relationships, lines, and linear equations.

Represent and solve problems involving multiplication and division.

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

Solve systems of equations.

Work with radicals and integer exponents.

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

Reason about and solve one-variable equations and inequalities.
problem_activity: For each verbal expression below, write an algebraic expression.
a.   Four times the difference of 8 and
$$x$$
.
b.   Twice
$$m$$
increased by the square of
$$n$$
.
c.   The sum of 10 and the quotient of
$$x$$
and 4.
d.   The product of the square of
$$n$$
and
$$m$$
, subtracted from 5.


correct_option_index: 29